The six books in this group are from the "What's Their Story?" series of
books published by Oxford University Press. Essentially, each book is a mini-biography for
middle elementary aged children. Each book features a prominent historical figure,
provides information about their early years, significant events in their lives, and
includes nice watercolor illustrations.

Oxford University Press has designed these books so that they can be used in the classroom
to assist with classroom curriculum, or to spark the interest of all types of readers.
Each book is 32 pages in length and includes an index and list of important dates in the
lifetime of the principle character.

The readability factor of this series is designed to enhance reading ability without
frustrating the younger readers. The print type used is bold and large, which is important
for readers who may be struggling with new words or just becoming proficient in their
reading skills. The use of white space surrounding some of the text is another factor
which allows the reading process to proceed smoothly. At the same time, this practice can
enforce reading skills already present.

For the most part, the illustrations used in each book are of a two-page spread, and
closely match the story line presented on corresponding pages. Some use of boxed-in
pictures illustrate important points being made in the story. The illustrations which
highlight an important event are usually filled with action and excitement. This use
of stimulating illustrations will add to the readability of each book in this series.

The books in the group focus on famous men and women who ruled the world, changed our
world, and made important scientific discoveries. Each biographical sketch is about an
historical figure that students have, or will probably study, in the classroom. The story
about Amelia Earhart is a story which still captures the imagination of children and
adults. And without the inventions of Thomas Edison and Henry Ford, our world would not be
as we know it to be. The authors and editors of "What's Their Story?" have done
a good job at determining which historical characters to in include in the series. Future
books are planned about Eric the Red, Shakespeare, Captain Cook, Hans Christian Andersen,
Gandhi, and Roald Dahl.

While reading the books, it may be easy for the more novice reader to become lost or
confused. The effort of condensing and entire lifetime into 32 pages is a daunting
undertaking. As an adult reader, I noticed a jump in "time-span" of a few of the
stories. This situation is not one which will greatly affect the readability of the books,
nor will it impair the usefulness in the classroom. The books were designed for a specific
audience, and success has been garnered toward producing books for the intended age group.

All the books in the "What's Their Story?" series could be used with success in
the classroom. The books provide information about the lives and events of famous people.
A class studying ancient history would benefit from either _Cleopatra,_ or _Alexander the
Great._ A science class that was studying gravity or astronomy would learn from the
information presented in _Galileo._ The information provided in _Henry Ford_ and _Thomas
Edison_ provide glimpses into the more modern history of the United States.

On the other hand, the books would be wonderful for the child who is interested in reading
biographies about famous people. Also, if a child exhibits a reluctance in reading, but an
interest in famous people, these books could help "bridge that gap." The books
in this series would do well if placed in a home, school or public library.

Oxford University Press is well known in academic and public libraries as a reputable
publisher of quality books. Once again, they have produced a series of books which are
useful, enjoyable and will aid in the literacy efforts of parents, teachers and
librarians.

The six books in this series by Oxford University Press present an historical account of a
subject, along with illustrations, drawings and engravings which aid in the learning
process. The subjects chosen for this series, which is titled "Signs of the
Times," are important subjects which have helped changed and shape our world.

All the books look at the chosen subject through a historical, scientific and educational
lens. The books feature background information on the invention of the subject, the impact
it had on our society, and present day applications. The historical information is
particularly nice, as it provides insight to the development of the topic through the
ages. Subjects chosen for this series are writing and printing, numbers and counting, time
and clocks, weights and measures, maps and navigation, and communication.

Each book features numerous "Breakthrough," "Signpost" and "In
Fact" boxes of text which provide additional information. The
"Breakthrough" boxes are scientific innovations, "Signpost" boxes are
practical uses for each invention, and "In Fact" presents interesting facts
which can be used by readers. These boxes are present throughout all volumes and
illustrate the concepts at hand.

The illustrations in these books are a significant part of each volume. The photographs
are clear and bright, and the drawings are well done. Each illustration is well captioned
and adds to the information being presented. Each book is well formatted, with a balance
between text and illustration. This combination allows the students to read and visualize
each subject. Through this, both visual and verbal learners are provided emphasis and can
participate in learning.

Designed for middle school readers, these books would be a welcome addition to school,
public or home libraries. Children who are preparing reports and doing research on these
topics will find useful and accurate information, facts, and knowledge. Additional
information can be gained through the "Timelines," which are featured in each
book. The "Timelines" trace the invention from its beginning, through
present-day times. Also, a glossary and index are included, which will aid in building
research-seeking skills and building knowledge.

A lot of information is presented in each volume, as the books illustrate the topics
through a variety of aspects. _The Story of Numbers and Counting_ provides information not
only on numbers, but addresses money, calculators, and mathematicians. _The Story of
Communications_ illustrates the spoken word, letter writing, the telegraph, telephone,
radio, television, satellites and beyond. The "mixing" of subjects is useful,
yet the books stay within the boundary of the chosen topic.

Oxford University Press is well known for their quality materials, and these books are no
exception. Not only is the content well presented, the books are bound nicely and will
withstand repeated use. Beyond use for research, these books will find a "home"
in the hands of the curious child, who wishes to expand their reading horizons. The books
in the Signs of the Times series are well crafted, nicely illustrated, and are a welcome
addition to the genre of children's literature.

Alban (Maria Johannes) Berg was born in Vienna on February 9, 1885, and resided there
throughout his life, with some months each year spent in the Carinthian Alps.

Although Berg had composed some songs prior to his meeting with Arnold Schoenberg in
October, 1904, it was only when he became a pupil of Schoenberg's that Berg's musical
abilities began to blossom. At the time of their meeting, Schoenberg had just completed
_Pelleas und Melisande_, and the _Verklaerte Nacht_, his first large work, had just
received its first performance. Berg and Anton Webern, who also became a pupil of
Schoenberg about the same time, were thus benefactors of the creative experiences their
teacher was living.

Berg married in May, 1911, as his apprenticeship with Schoenberg was coming to an end, and
his String Quartet received its first (and disastrous) performance, thanks to an ensemble
unprepared for such a work. It was not performed again for twelve years.

Berg continued to compose, maintaining close contact with Schoenberg, and relying on the
latter's evaluations of his work as an indicator of his musical progress.

At the outbreak of war in 1914, Berg joined the Austrian Army, in which he remained until
the end of the war in November, 1918. His already-precarious health suffered as a result,
and he composed little, though he began work on his opera _Wozzeck_ in the summer of 1917
while on leave. Excerpts from the opera were first performed in Frankfurt in June, 1924 to
immediate success; the full opera was performed in 1925 and was also a triumph.

Berg continued to compose instrumental works after _Wozzeck's_ premiere, and with each new
work, his reputation grew. By the spring of 1934, he had completed the short score of his
second opera, _Lulu_, but found that the rising political power of the Nazis was making
performance of his works difficult, in spite of his "Aryan" credentials. In
March, 1933, the Nazis began dismissing Jewish musicians from their posts, and as a result
Schoenberg was forced to leave for Paris.

A suite of pieces from _Lulu_ premiered November 30, 1934, but due again to Nazi control
in Austria, _Lulu_ was not performed until June 2, 1937 in Zurich, eighteen months after
Berg's death.

In August, 1935, Berg suffered an abscess on his back which, in spite of treatment, would
not heal. On December 17, he was admitted to hospital, and died there of general
septicaemia on December 24, less than two months short of his fifty-first birthday.

In the bibliography under review here, slightly over 1000 items (books and articles) have
been included. These represent, according to compiler Simms, less than half the published
writings on Berg. In order to keep the bibliography a manageable size, Simms has excluded
the following materials:

The result of this screening process is what is essentially a core bibliography of Berg,
and the materials chosen are broken down by Simms into eight chapters; each item is
annotated briefly and the items are arranged alphabetically by the name of the author:

(1) music by Berg;
(2) Berg's published writings;
(3) writings on _Wozzeck_;
(4) writings on _Lulu_;
(5) writings on Berg's chamber music;
(6) writings on Berg's orchestral music;
(7) writings on Berg's songs;
(8) other writings on Berg's life and works

In an introductory chapter, Simms gives a brief biography of Berg, a succinct analysis of
his music, and a discussion of trends in Berg research. The book concludes with three
indexes:

(1) authors, editors, translators and reviewers;
(2) a subject index;
(3) a concordance of titles to Berg's music

Given the quite reasonable price of this volume, and the wealth of references it contains,
it should be part of any collection which supports music studies in general, and studies
of 20th-century music in particular. The series is intended to comprise more than fifty
composers of the Western musical tradition, from the Renaissance to this century. Other
volumes published cover Stephen Foster, the Scarlattis, Monteverdi, Pergolesi, Benjamin
Britten, Debussy, Purcell, Carl Maria von Weber, Guillaume de Machaut and Edward Elgar.

_Change as Opportunity_ (hereafter _Change_)is a useful volume, but marred to two faults
to be widely read by many information professionals. As the title suggests, _Change_ is a
collection of professional papers and poster sessions from the 1997 SLA conference, and as
such suffers from the same unevenness and lack of focus one would expect from a
conference. Instead of a wealth information for the few, there is a little bit for
everyone, from hands-on case studies to analysis to simple morale boosting.

The rubric of change-as-opportunity does not help focus matters any. There is an attempt
to provide greater structure in the arrangement of material. Professional papers, poster
sessions and a special section from the SLA's Petroleum and Resources Division help to
some degree. Of less value is the structuring of the professional papers themselves. These
are subdivided into "Partnering for Change," "Defining our Value,"
"Building and Using a Corporate Intranet" and "Innovative Solutions for Our
Customers." However, the attempt comes off as _ad hoc_. It is often difficult to tell
where any given article falls into such a scheme. I will leave to the reader to decide
where to peg Cristina A. Pope and Elizabeth L. Balkely's contribution, "Using
Statistics to Improve Information Service Delivery Through Identifying Information Users
and their Need." In all fairness, an _ad hoc_ grab-bag is the sort of thing one
expects from a conference. So, like a conference, the reader may pick and choose among
presentations. Those authors who chose to include abstracts aid this selection process. It
would have been nice if abstracts were given for all professional presentations, but the
SLA elected to publish the articles exactly as they were presented. There is also no
subject index; however, if one is so inclined to follow up on a discussion, there is an
author index that includes phone numbers, addresses and e-mail addresses.

The second difficulty with _Change_ is that it is presented by special librarians for
special librarians. This is an audience for whom library school debates over the value of
the information verses the value of the information provider has clearly been settled. For
instance, in "If We Can Deliver (Information) to the Desktop, Why Do Need a
Library," Denise Watkins declares "The librarian *is* the library,"
[emphasis in the original]. My (perhaps mistaken) impression is that this was the view of
the conferees, since one will search in vain to find a defense of such views. While this
may not be any more surprising than an ALA presenter noting that intellectual freedom is a
good thing, these seemingly gratuitous remarks mar some fine articles. Those information
specialists who deal with similar issues as found in _Change_, but are not special
librarians may find themselves plowing through a lot of unnecessary rhetoric before
finding out how worthwhile a given article really is.

Obviously then, _Change_ is worthwhile for special librarians, but what about the rest of
us who daily deal with information technology but don't share a special librarian's
unique--and lest I am misinterpreted--valuable perspective? Well, special librarians are
not exclusively represented at this conference. For example, the aforementioned
presentation by Pope and Blakely is a fine example of integrating user (patron)
information from a variety of information centers--including the library--at Thomas
Jefferson University in order to better understand who these patrons are and how best to
serve and address their information needs. Their solution is a simple but comprehensive
tally form that is applicable in a heterogeneous environment so that data can be
meaningfully compared across academic and administrative units.

Besides articles written by academic librarians (though sadly no public librarians, unless
one were to include museums), there are several good how-to articles, such as Paula Palmer
and Beth Fraser's discussion of web design and maintenance within an intranet. Beyond the
purely pragmatic, there are also some very though provoking articles, which while centered
in a commercial or special climate, can be transferred to the public or academic arena.

I would like to focus on one such article on knowledge management by Lorri Zipper to
illustrate this point. Zipper notes that in the past, corporate cultures fostered a
knowledge base informally maintained by seniors passing the collective corporate wisdom to
junior members. Because the workforce is now more mobile--either workers advance by
changing companies or work strictly under contract--corporations are recognizing that
knowledge generated from within the organization must be recorded and made
accessible. Such a project is more than SDI (or as what is more commonly called "push
technology") since it must not only be a matter of evaluating and distributing
information gathered from outside the organization, but must also evaluate, organize, and
make readily accessible relevant information developed in-house to the proper persons or
department.

Though Zipper does not mention it, it takes little imagination to see why academic
librarians should pay attention to such trends. In the past, the "paperless
library" or the "library without walls" proved to be less than a compelling
model in the academic world. This would be in part because the library was and is a
function of the campus. The students and faculty both there, so the library, the point of
service, remained there also. For years the closest academic libraries came to tearing
down the walls was with such resource sharing inventions such as inter-library loan and
reciprocal lending agreements. However, with an increase in distance education and a
greater reliance on adjunct faculty, there are new challenges. Not only does the library
building become a less convenient point of service but the need for formalizing the
institution's knowledge base arises. Libraries and librarians are the ideal candidates
toward developing such intranet solutions.

This and other worthwhile discussions can be extracted from _Change_ from all librarians
who have made the care and feeding of library systems and networks their vocation and not
just special librarians.

Top
--------------------
McPherson, James M. _ For Cause and Comrades: Why Men Fought in the
Civil
War_
Oxford University Press, 1997. ISBN: 0-19-509023-3 $25.

The men who fought in the Civil War not only faced the grim prospect of death on the
battlefield, they also endured scorching sun, rain, insects, freezing cold, illness,
hunger and, at times, loneliness and despair. Why then did they fight, and why did they
keep on fighting, often re-enlisting after their initial terms were up? To answer these
questions James McPherson, the Pulitzer prize winning Civil War historian studied over
1,000 collections of letters and diaries of Civil War soldiers. Unlike the military
correspondence of today, soldiers letters at the time were not censored and they provide a
remarkably frank and often poignant record of the soldiers' thoughts and motivations.

McPherson finds evidence for a wide range of motivations, some of which have sent
men off to battle for as long as there have been wars. These include the call of adventure
and what the young men of the time called the desire to "see the elephant,"
their phrase for something truly awesome. He looks at the impact of training and
discipline which were notoriously lacking in the early stages of the war. He considers the
influence of religion on fighting men in a much more religious time than ours and looks at
how men resolved the inherent conflict between Christian values and violence. Both sides
felt that God was on their side. He also looks at duty, honor and the ideals of manhood at
the time and the effect of what would be known in later wars as primary group cohesion,
that is, the idea that men fight for their immediate comrades and their own small unit
rather than for the army as a whole or for their country.

He also considers motivations that were specific to the Civil War, like the desire to wipe
out (or to preserve) slavery and notes the ironic fact that both sides felt very strongly
that they were fighting for liberty. He looks at the desire for vengeance which was
particularly strong among Confederate soldiers since the South experienced much more
devastation and destruction. Above all, however, he makes a convincing argument that those
who fought in the Civil War were motivated chiefly by ideology. Among numerous other
examples he quotes a captain in the 85th New York who wrote to his wife in 1863 "My
country, glorious country, if we have only made it truly the land of the free...I count
not my life dear unto me if only I can help that glorious cause along." (p. 100)

The book includes many apt comparisons with studies of fighting men in the First and
Second World Wars and in Korea and Vietnam that make it valuable to military as well
as Civil War historians. It is an important academic work but also holds great
appeal for the general reader.

Is it part of human nature to want to associate with fellow human beings? Do the emotions
we experience as humans have any meaning outside of the social realm? Is the human mind
isolated and ultimately forced to make sense out of a cruel world alone? These are a
few of the questions that are addressed in Dr. Leslie Brothers book _Friday's Footprint:
How Society Shapes the Human Mind_.

Brothers takes a compelling look at the way human beings obtain and use knowledge.
Indeed much of this book is a journey across some of the same ground that has
baffled philosophers and thinkers for centuries. As a psychiatrist, Brothers tries to give
new meaning to this ancient discussion by sharing the fruits of recent brain and
neuroscience research. Armed with the insights of the research laboratory, _Friday's
Footprint_ reveals some interesting things about humans and our primate cousins.

For Brothers, it is clear that are very brains have been shaped by our evolution as social
creatures. The brains attempt to create
consciousness is part of a vast heritage bequeathed to us by the whole course of human
evolution. Brothers shows that all of our disposition toward social behavior is
deeply ingrained in the brain structure of our primate ancestors. Even the most
basic brain functions serve to set up cues, signals, and patterns of responses that have
no meaning outside the social world. Brothers sees this social dimension as the key
factor in the evolution of our human minds.

The title of the book is an metaphoric reference to Daniel Defoe's classic tale of
the castaway Robinson Crusoe. Brothers uses this tale to introduce a new socially based
paradigm of mind. Robinson Crusoe represents the flawed rationalist view of the human mind
as a lonely isolated figure having to understand the mystery of the social world on its
own. Far from being completely isolated, Brothers notes that Robinson Crusoe "came
from society and returned to society". For Brothers how humans look, feel, and see
themselves bears the unmistakable imprint of the long attempt to come to grips with the
social environment.

_Friday's Footprint_ is an important work that helps broaden our understanding of the
human mind. The blending of psychiatry, sociology, and neuroscience is done with
intelligence and style. Brothers largely succeeds in opening up the possibility for a new
paradigm of mind. Clearly, this book would be an interesting addition to any
research collection.

Because of the nature of my work as the head of Public Services in a small urban public
library, I review many Internet guides, both for staff use and for the use by our patrons.
I thought _Internet Tools of the Profession_ was going to be just another one of those
guides. I was wrong. The material covered in this book is far and beyond the best I've
seen. _Internet Tools of the Profession_ is clear, concise and above all else, user
friendly.

Recently, I was teaching a class on computers in libraries. I spent hours searching online
for precise definitions of discussion list
software. I managed to find a few and then only through reading much useless information.
Hence, my first test of the _Internet Tools for the Profession_ was to look for an
explanation of the list software. An excellent description of the software for many
different types of discussion lists is given on page 14. For those of us who forget to
save the introduction message when we signed on to lists, this chart indicates how to get
off the lists. I have seen many e-mail messages from those who can't remember how to sign
off the list or perhaps didn't realize the importance of saving the introductory message.
Here, the answers are all in one place. One can simply go down the list using the
appropriate commands until one works. The person has been given an excellent guide and
doesn't have to remember all the commands.

My second test was to check out the chapter on Newsgroups. These have an air of mystique
about them, so any explanation unveils part of the mystery. I wasn't disappointed. The
Newsgroup section defines Newsgroups and clearly states rules. Commonly used terms, such
as "FAQ", are defined in the same clear concise manner as the discussion
software. The most important comment about Newsgroups can be found on page 22. "Don't
overlook newsgroups as a source of pointers to information rather than information
itself."

No summary of Internet tools would be complete without an introduction to search engines.
This book provides an excellent introduction. The layout is easy to follow and allows one
to read and compare the benefits and pitfalls of about six of the most heavily used search
tools. Even the old Internet technology of gopher and Veronica is addressed. It is always
good to see an explanation of these even if they are rarely ever used. Some people are
bound to encounter them and be confused if unable to decipher them. However, because many
gopher sites have been abandoned in favor of the Web, it was good to see the warning on
page 41. "Use gopher and Veronica with caution at this point."

The remainder of the book lists many web sites on many subjects from Special Libraries, an
excellent plug from the publishers, to Telecommunications. Business and Finance,
Chemistry, Education, Food and nutrition, Information Technology, Insurance, Legal,
Library Management, Metals and Pharmaceuticals are the subjects covered in the rest of the
chapters. Each chapter lists web sites and then evaluates them. This gives the reader an
objective measure in which to compare the sites.

Although this book is geared for special librarians, I highly recommend it for any public
reference librarian. It is the type of guide that should be kept near the Internet
terminals so that it can referred to often for those impossible-to-find answers. It would
also be especially helpful to those academic librarians whose major bibliographic
responsibility is in the sciences.

This fourth edition of this work, "traditionally ... a guide not only for managers,
but for librarians and students new to the field of special libraries," is focused on
"informing management, that is, non-librarians, about who special librarians are,
what they do, and how their work benefits any organization with a need to manage
information." (p. v.) These special librarian authors and editors succeed in this
effort with this excellent collection of chapters on the diverse environment of a special
library.

In this age of information and the dynamic nature of multiple sources of information, the
role of a special librarian has become more important to many businesses and
organizations, and this handy guide can be of great help in better understanding the value
of a special library in helping retrieve, manage, store, and distribute specialized
information requirements.

Eleven succinct chapters describe a special library, when this function becomes important
to an organization, how the library operates within the larger organization, and what
actually goes on inside this department. In addition, other chapters cover special library
information sources, organizing and distributing the information to internal customers,
and essential issues regarding the operation of a special library, such as staffing
requirements, space and equipment, and budgetary issues.

The key chapter on alternative roles for information professionals is of value to all
librarians, including those in special library settings, covering such timely issues as
new information management skills (information management and consulting, database
development, and service management), using information skills outside the library,
such as knowledge management and web site development, and filling other expanding
functions such as market research, public relations, information purchasing, and records
management.

Each chapter is thoroughly cited, and includes a brief list of suggested further reading.
The glossary of technical terms will be of great value to organization leaders considering
development of a special library function. In addition, other appendices include an
excellent additional bibliography of related sources, a listing of ALA accredited MLIS
programs in the US and Canada, and a list of professional information associations.

The "Competencies for Special Librarians of the 21st Century," published by the
Special Libraries Association, May, 1996, listed in the appendix, is a superb explanation
of the major professional and personal competencies of special librarians, providing
examples of the multitude of roles and tasks special librarians can perform, and
wonderfully lays out why a special librarian can play the key lead role in organizations
struggling to define this function.

This work will be of great benefit to special librarians, MLIS faculty and students, and
most especially to organizational management interested in better understanding the role,
responsibilities and function of a special library within their business.

This document may be circulated freely
with the following statement included in its entirety:

Copyright 1998.

This article was originally published in
_LIBRES: Library and Information Science
Electronic Journal_ (ISSN 1058-6768) September 30, 1998
Volume 8 Issue 2.
For any commercial use, or publication
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